为了学生的发展而评量——实地调研开平餐饮学校的评量模式

Assessment for the Development of Students: The Example of the Assessment in Kaiping Culinary School

鉴于评量制度仍需改革推进和学界的反思,研究者选取了职业中学中改革非常成功的台湾开平餐饮学校作为例子,实地调研学校在评量方面的设置。结合对开平的文献叙述,研究者发现开平的评量方式非常符合其他评量研究中所提倡的多元、互动等原则,开平结合纸笔测试、档案评量、实作评量、口头晤谈等多种方式,让学生、同伴、家长、老师、业界和社会共同参与到评量中来。同时开平还使用大量的质化评量来进行过程性评量,搭配配套服务,保证评量能够为学生成长服务。开平在延伸性评量也做得颇为优秀,对毕业生仍进行追踪,同时为他们提供终身服务。开平的案例无法简单套用,是一系列行政、教学保障支撑下的体现,但是值得其他学校在设定评量制度时学习借鉴其中的优秀之处,更好地为培育学生服务。

Because of the improving in assessment system and reflecting of researcher, Author chooses successfully reformed vacational school: Kaiping culinary school as an example, researching the assessment setting of the school by field survey. After the reviewing of research literature to Kaiping, researcher finds that the assessment of Kaiping meets the requirement and principles such as multielement and interactiveness which are presented in researches. Kaiping culinary school combines paper test, portfolio assessment, practice assessment and verbal assessment together, and invites students, friends, parents, teachers, industry and society to participate in the assessment. Meanwhile, Kaiping uses vast qualitative assessments for process assessment, matching supporting service to ensure it could serve the development of students. Kaiping also has a fantastic performance in extended assessment which traces the graduate and provides the lifelong services. The example of Kaiping could not be applied mechanically. It is a reflection of administration and teaching support system, which deserves other school to use as an example for serving the education of students.